Inside IES Research

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Research and Development Partnerships Using AI to Support Students with Disabilities

A speach therapist uses a laptop to work with a student

It is undeniable that artificial intelligence (AI) is, sooner rather than later, going to impact the work of teaching and learning in special education. Given formal adoption of AI technologies by schools and districts and informal uses of ChatGPT and similar platforms by educators and students, the field of special education research needs to take seriously how advancements in AI can complement and potentially improve our work. But there are also ways that these advancements can go astray. With these technologies advancing so quickly, and with AI models being trained on populations that may not include individuals with disabilities, there is a real risk that AI will fail to improve—or worse, harm—learning experiences for students with disabilities. Therefore, there is a pressing need to ensure that voices from within the special education community are included in the development of these new technologies.

At NCSER, we are committed to investing in research on AI technologies in a way that privileges the expertise of the special education community, including researchers, educators, and students with disabilities and their families. Below, we highlight two NCSER-funded projects that demonstrate this commitment.

Using AI to support speech-language pathologists

In 2023, NCSER partnered with the National Science foundation to fund AI4ExceptionalEd, a new AI Institute that focuses on transforming education for children with speech and language disorders. Currently, there is a drastic shortage of speech-language pathologists (SLPs) to identify and instruct students with speech and language needs. AI4ExceptionalEd brings together researchers from multiple disciplines including special education, communication disorders, learning sciences, linguistics, computer science, and AI from nine different universities across the United States to tackle pressing educational issues around the identification of students and the creation of specially designed, individualized instruction for students with speech and language disorders.

By bringing together AI researchers and education researchers, this interdisciplinary research partnership is setting the foundation for cutting-edge AI technologies to be created that solve real-world problems in our schools. A recent example of this is in the creation of flash cards for targeted intervention. It is common practice for an SLP to use flash cards that depict a noun or a verb in their interventions, but finding or creating the exact set of flash cards to target a specific learning objective for each child is very time consuming. Here is where AI comes into play. The Institute’s team of researchers is leveraging the power of AI to help SLPs identify optimal sets of flash cards to target the learning objectives of each learner while also creating the flash cards in real time. To do this effectively, the AI researchers are working hand-in-hand with speech and language researchers and SLPs in the iterative development process, ensuring that the final product is aligned with sound educational practices. This one AI solution can help SLPs optimize their practice and reduce time wasted in creating materials.

Adapting a popular math curriculum to support students with reading disabilities

Another example of how partnerships can strengthen cutting-edge research using AI to improve outcomes for students with disabilities is a 2021 grant to CAST to partner with Carnegie Learning to improve their widely used digital math curriculum, MATHia. The goal of this project is to develop and evaluate reading supports that can be embedded into the adaptive program to improve the math performance, particularly with word problems, of students with reading disabilities. CAST is known for its research and development in the area of universal design for learning (UDL) and technology supports for students with disabilities. Carnegie Learning is well known for their suite of curriculum products that apply cognitive science to instruction and learning. The researchers in this partnership also rely on a diverse team of special education researchers who have expertise in math and reading disabilities and an educator advisory council of teachers, special educators, and math/reading specialists.

It has taken this kind of partnership—and the inclusion of relevant stakeholders and experts—to conduct complex research applying generative AI (ChatGPT) and humans to revise word problems within MATHia to decrease reading challenges and support students in understanding the semantic and conceptual structure of a word problem. Rapid randomized control trials are being used to test these revised versions with over 116,000 students participating in the study. In 2022-2023 the research team demonstrated that humans can successfully revise word problems in ways that lead to improvements in student performance, including students with disabilities. The challenge is in trying to train generative AI to reproduce the kinds of revisions humans make. While generative AI has so far been unevenly successful in making revisions that similarly lead to improvements in student outcomes, the researchers are not ruling out the use of generative AI in revising word problems in MATHia.

The research team is now working with their expert consultants on a systematic reading and problem-solving approach as an alternative to revising word problems. Instead of text simplification, they will be testing the effect of adding instructional support within MATHia for some word problems.

The promise of AI

AI technologies may provide an opportunity to optimize education for all learners. With educators spending large amounts of their day planning and doing paperwork, AI technologies can be leveraged to drastically decrease the amount of time teachers need to spend on this administrative work, allowing more time for them to do what only they can—teach children. Developers and data scientists are invariably going to continue developing AI technologies, many with a specific focus on solutions to support students with disabilities. We would like to encourage special education researchers to exert their expertise in this development work, to partner with developers and interdisciplinary teams to apply AI to create innovative and novel solutions to improve outcomes for students with disabilities. For AI to lead to lasting advances in education spaces, it will be imperative that this development is inclusive of the special education field.

This blog was written by NCSER Commissioner, Nate Jones (Nathan.Jones@ed.gov) and NCSER program officers Britta Bresina (Britta.Bresina@ed.gov) and Sarah Brasiel (Sarah.Brasiel@ed.gov).

Celebrating National STEM Day on November 8 and Every Day

IES widely supports and disseminates high-quality research focusing on science, technology, engineering, and mathematics (STEM) through NCER and NCSER. To celebrate National STEM Day on November 8 and every day, we highlight some of the work that NCER and NCSER have supported over the years in the various STEM areas, as well as opportunities for funding future work. Additional information about IES’s investment in STEM education can also be found on our STEM topic page.

Science

  • Researchers developed ChemVLab+ an online chemistry intervention that allows high school students to perform experiments and analyze data in a flexible, multimedia virtual chemistry lab environment. The online modules promote conceptual understanding and science inquiry skills aligned to the Next Generation Science Standards. The chemistry activities are freely available on the project website.
  • Researchers are developing Words as Tools, an intervention for emergent bilingual adolescents that is designed for use in English as a second language classes to promote development of metalinguistic awareness with science vocabulary. The lessons, being developed with a lens of culturally sustaining pedagogy, are intended to help build knowledge of essential science words as well as how words work in science.
  • Researchers are evaluating the efficacy of an integrated science and literacy curriculum (ISLC) designed to engage first grade students in scientific investigations at a level appropriate for young learners. ISLC addresses the challenges of language and literacy development by ensuring that the language of science is brought forward and explicitly addressed in an integrated approach.
  • Through Project MELVA-S, researchers are developing an online formative assessment that measures the science vocabulary knowledge of Latinx bilingual students with different levels of English and Spanish language proficiencies. Results from the assessment can be used to monitor the progress of individual students, help teachers differentiate language and vocabulary instruction, and provide additional science vocabulary supports.

Technology

  • Using The Foos by codeSpark, researchers are exploring computational thinking processes in grades 1 and 3 through a series of classroom-based studies.
  • Researchers are evaluating the efficacy of the CAL-KIBO curriculum, an educational robotics program designed for use with early elementary school-aged students to examine its impact on computational thinking, fluid reasoning, and math achievement.
  • Researchers are systematically investigating how specific features of immersive virtual reality (IVR) can be used to improve student outcomes in science learning. In particular, the researchers are exploring how visual and auditory IVR design features can enhance affective state and cognitive processing in general and for specific subgroups of learners.
  • Researchers are developing and testing TaylorAI, an artificial intelligence formative feedback and assessment system for hands-on science investigations to help build student competence as they engage in laboratory activities.
  • In partnership with the National Science Foundation, IES is co-funding two National Artificial Intelligence (AI) Institutes. Under NCER, the Institute for Inclusive and Intelligent Technologies for Education (INVITE) is developing artificial intelligence (AI) tools and approaches to support behavioral and affective skills (for example, persistence, academic resilience, and collaboration) to improve learning in STEM education. Under NCSER, the AI Institute for Exceptional Education (AI4ExceptionalEd) is using multiple cutting-edge AI methodologies to create the technology to assist speech-language pathologists with identifying students in need of speech and language services and delivering individualized interventions.

Engineering

  • Researchers are developing an innovative teacher professional learning intervention called Elevating Engineering with Multilingual Learners that is intended to help grade 3-5 teachers develop the knowledge and skills they need to effectively teach engineering to English learners and all students through culturally and linguistically responsive pedagogies and engineering instruction.
  • Product developers and researchers are developing and testing NEWTON-AR, an augmented reality (AR) application-based engineering, computer science, and STEM puzzle game for children in kindergarten to grade 3. Intended for use in classrooms, after-school programs, and at home, NEWTON-AR will combine AR, engineering, simulation, making, and programming into a sandbox game where students create, modify, simulate, prototype, and test contraptions to solve puzzle challenges.

Mathematics

  • Researchers have developed and tested for efficacy of Fusion, a first-grade intervention aimed at developing understanding of whole numbers for students at risk for mathematics learning disabilities. It is designed as a program for schools using a multi-tiered approach to instruction that provides increasingly intense levels of instruction based on the results of frequent progress monitoring of students.
  • Researchers tested for efficacy of Pirate Math Equation Quest, a word problem-solving intervention for third grade students with mathematics difficulties, including students with or at risk for mathematics learning disabilities.
  • Researchers assessed the efficacy of Interleaved mathematics practice, an intervention that rearranges math practice problems so that 1) different kinds of math problems are mixed together, which improves learning, and 2) problems of the same kind are distributed across multiple assignments, which improves retention. A new systematic replication study is also now underway to further examine the efficacy of interleaved mathematics practice.
  • Researchers have conducted several impact studies (one conducted with grade 7 students in Maine and replication study conducted in North Carolina) of ASSISTments, a free web-based program that provides immediate feedback to students and teachers on homework. ASSISTments can be used with any commercial or locally developed math curriculum, and teachers can assign "mastery" problem sets that organize practice to facilitate the achievement of proficiency.  

STEM Education Research Funding Opportunities

Research grant funding opportunities focusing on STEM education can be found across several programs and competitions. Currently, there are several active funding opportunities where training or research with a STEM education focus would fit:  

More information on these fundings opportunities can also be found at: https://ies.ed.gov/funding/


This blog was written by Sarah Brasiel (sarah.brasiel@ed.gov), program officer at NCSER and Christina Chhin (christina.chhin@ed.gov), program officer at NCER.

Counting and Listening to Native American Students: Reflections on NIES and its Potential

In honor of Native American Heritage Month, IES is highlighting the National Indian Education Study (NIES) conducted by the National Center for Education Statistics (NCES) in partnership with the Office of Indian Education (OIE). Dr. Meredith Larson, who has been with the National Center for Education Research (NCER) since 2010 interviewed Dr. Jamie Deaton about NIES. Dr. Deaton has worked at NCES since 2009 and became the NIES Project Director in April 2010.

What is NIES, and how is it similar or different from other NAEP studies?

NIES describes the condition of education for American Indian and Alaska Native (AI/AN) students in the United States. Since 2005, NCES has administered it in conjunction with the National Assessment of Educational Progress (NAEP) state-level assessments in mathematics and reading at grades 4 and 8. The very large NAEP sample allows us to report data for AI/AN students nationally and for various subgroups of AI/AN students. In NIES, students first take either the NAEP mathematics or reading assessment, followed by a NAEP survey questionnaire, and then an NIES survey questionnaire (which emphasizes Native language and culture). Both NAEP and NIES survey questionnaires are also administered to the teachers and school administrators of AI/AN students. You can learn more about the survey design here.

 

 

What are some examples of how have policymakers, practitioners, or researchers used it?

NIES data has been used in Congressional testimony and at the state level. For example, NIES data has been included in past testimonies to the House of Representatives Subcommittee on Interior, Environment and Related Agencies; the House of Representatives Subcommittee on Early Childhood, Elementary, and Secondary Education; and the Senate Committee on Indian Affairs. At the state level, Oregon used NIES data to support a successful request to its state legislature to approve a full-time Indian Education Specialist within the Oregon Department of Education.

We also want to ensure that a variety of educational leaders—especially Native leaders—are aware of the study and can access the results and products. In addition to the online reports, we also produce hard copies to ensure results get to those without easy access to online documents. We help distribute these widely via a Native-owned NIES contractor (currently Tribal Tech, LLC) to Tribal colleges and universities, AI/AN studies programs at colleges and universities, all federal and state recognized tribes, AI/AN focused media, research centers, and other related AI/AN non-profits.

In addition, we want to get the results in the hands of school leaders. For example, all Bureau of Indian Education (BIE) schools serving grades 4 and 8 are in the NIES sample, and all of these schools receive hard copies of NIES reports.

What makes working on NIES study interesting to you?

Building partnerships with Native leaders both within and outside the federal government has been really rewarding. We administer NIES on behalf of the U.S. Department of Education’s Office of Indian Education (OIE) which provides funding for the study; integrates NIES data collection with its work when possible; and serves as a strong partner, advocate, and disseminator for NIES results. NIES is not only conducted in conjunction with the NAEP program but also conducted in conjunction with OIE’s work. Over the years, I have regularly presented to OIE grantees, and this has been a wonderful forum to share more about the study and also draw connections to and learn more about grantee-related work.

For NIES to be successful, it needs to be guided not just by assessment experts, but by Native experts. To this end, NCES established the NIES Technical Review Panel (TRP) made up of individuals with expertise in matters related to the education of AI/AN students. Members oversee the development of the NIES survey questionnaires and guide the planning, drafting, and revision of NIES publications with their ongoing expert consultation. In conjunction with the release of the last two NIES reports, the TRP has also authored a companion document, called  Setting the Context, that provides perspective on how this study fits into the larger sphere of education for AI/AN students. Tribal Tech recruits BIE schools for the study, disseminates study results at conferences focused on AI/AN education (for example, National Indian Education Association Annual Convention & Trade Show), and has established a long-term partnership with a Native-owned printing company (Sault Printing Company Inc.) that helps produce and disseminate NIES-related documents.

What excites you about NIES?

I’m very excited about last year’s release of the 2019 NIES Qualitative Data Companion as a public use data file (available in Excel files on the NIES main page). The data release marked the first time in NIES program history that qualitative survey questions, collected since 2005, became publicly available. Prior to the release, we ensured that all student and teacher responses were reviewed and edited to remove the presence of names or addresses and any other Personal Identifiable Information (PII). My hope is that having an established process for releasing this type of data will be beneficial to other IES data collections. Members of the TRP deserve a lot of credit for continuously advocating for this data. Had the TRP not done so, there was a real possibility that we would have dropped these qualitative questions from future data collections. Instead, we now have a model to follow for getting this data out to the public. We are also working on releasing previous NIES Qualitative Data Companions from earlier NIES administrations too.

From a research perspective, what do these qualitative data provide?

Researchers without a restricted-use data (RUD) license now can access this robust dataset. We recognize that many of our stakeholders live in remote areas and/or have other barriers to accessing the RUD (for example, those not affiliated with an institution). I think for doctoral candidates these data provide an opportunity for a dissertation with data already gathered and accessible for analysis.

There are many different angles to approach this open-ended data. For example, the final question on the NIES student survey is “What else would you like to say about yourself, your school, or about American Indian or Alaska Native people?” I’m curious what researchers would find as key differences when comparing grade 4 responses to grade 8. What are some themes and patterns in student respondents? What is the breakdown between responses that pertain to Native language and culture, and how does this differ across school types, such as public schools run by the states and schools operated through funding from the Bureau of Indian Education?  

Are there other resources for researchers interested in NIES data?

Another public use tool is the NIES Data Explorer available at NDE Core Web (nationsreportcard.gov). This explorer includes a wealth of data from all previous NIES administrations. If you go to the NDE Core Web page, you will find other relevant data explorers available including the Main NAEP, High School Transcript Study, and Long-Term Trend.


This blog was produced by Meredith Larson (Meredith.Larson@ed.gov), research analyst and program officer for postsecondary and adult education, NCER. Individuals or organizations interested in learning about field-initiated research or training grant opportunities to conduct work relevant to Native American/Alaska Native prekindergarten through postsecondary and adult education may contact her for initial technical assistance.

What We are Learning from Research Using NAEP Mathematics Response Process Data

Three students (two using tablets, one using a laptop) sitting at a library table

The National Assessment of Educational Progress (NAEP) is the largest nationally representative and ongoing assessment of subject knowledge among students in public and private schools in the United States. On the 2017 eighth grade mathematics assessment, 38% of students without disabilities scored at the NAEP Proficient level or above while 25% scored below the NAEP Basic level. However, for students with disabilities, math achievement levels were much worse. Only about 9% of students with disabilities scored at the NAEP Proficient level or above whereas 69% scored below the NAEP Basic level. In response to this gap, in 2021, the National Center for Special Education Research (NCSER) released a funding opportunity to coincide with the release of the 2017 Grade 8 NAEP Mathematics response process data. NCSER intended to support research that explores how learners with disabilities interact with the NAEP digital assessment to better support these learners in test-taking environments and determine whether and how that information could be used to inform instructional practices. There is much to learn from research on NAEP process data for understanding test-taking behaviors and achievement of learners with disabilities. Below we showcase the latest findings from currently funded research and encourage more investigators to conduct research with newly released process data.

Since 2017, administrations of NAEP have captured a variety of response process data, including keystrokes as learners progress through the assessment, how learners use the available tools (such as the calculator), and how accommodations (for example, text-to-speech or more time to complete the assessment) affect performance. Besides score data, NAEP datasets also include survey data from learners, teachers, and schools, and information on test item characteristics and student demographics (including disability). Together, these data provide a unique opportunity for researchers to conduct an in-depth investigation of the test-taking behavior and the mathematics competencies of learners with disabilities compared to their peers without disabilities.  

In July 2021, IES awarded two grants to conduct research using NAEP process data. The results of these projects are expected to improve the future development and administration of digital learning assessments, identify needed enhancements to mathematics instruction, and highlight areas where further research is needed.  Although these projects are ongoing, we would like to highlight findings from one of the funded projects awarded to SRI International and led by principal investigator Xin Wei  entitled Analysis of NAEP Mathematics Process, Outcome, and Survey Data to Understand Test-Taking Behavior and Mathematics Performance of Learners with Disabilities.

The findings from this study, recently published in Autism, is an example of the power of process data to shed new light on learners with disabilities. Focusing on autistic students, Xin Wei and her team analyzed data from 15 items on the NAEP math assessment, their response time in seconds, their score on the items (including partially correct scoring), and survey data related to their enjoyment, interest, and persistence in math. They also analyzed the content of each item using Flesch Reading Ease scores to measure the reading difficulty level of the item. Finally, they rated each item based on the complexity of any social context of the item, as prior research has shown that these contexts can be more challenging for autistic students. They conducted statistical analyses to compare the performance of autistic students with extended time accommodations, autistic students without accommodations, and general education peers. The researchers were not only looking for any areas of weakness, but also areas of strength. Previous studies have demonstrated that autistic people frequently excel in abstract spatial reasoning and calculation tasks, relying more on visual-mental representations than verbal ones.

The findings showed that in comparison to their general education peers, unaccommodated autistic students scored higher and solved math problems involving the identification of figures more quickly. Unaccommodated autistic students were also faster than their general education peers at solving the following types of math items: comparing measures using unit conversions, mentally rotating a triangle, interpreting linear equations, and constructing data analysis plots. Although autistic students who used the extended-time accommodation were lower performing than the other two groups, they had a higher accuracy rate on items involving identifying figures and calculating the diameter of a circle. Both groups of autistic students seem to perform poorer on word problems. Researchers concluded that the linguistic complexity could be one of the reasons that autistic students struggle with math word problems; however, there were two word problems with which they seemed to struggle despite the fact that they were not linguistically complex. It turns out that the items were rated as having substantial social context complexity. The researchers also looked at the student survey data on what types of math they enjoyed more and found they had more enjoyment working with shapes and figures and less enjoyment for solving equations.

The researchers recommend incorporating meta-cognitive and explicit schema instruction during mathematics instruction to aid autistic students in understanding real-life math word problems. They also recommend that assessment developers consider simplifying the language and social context of math word problems to make the assessment more equitable, fair, and accessible for autistic students. Because the autistic student population is particularly heterogenous, more research is required to better understand how to improve instructional strategies for them.

IES plans to release the same type of process data from the 2017 Grade 4 NAEP Mathematics at the end of this summer. We encourage researchers to request these process data to conduct research to understand test-taking behavior and performance of students with disabilities at the elementary school level. For a source of funding for the work, consider applying to the current Special Education Research Grants competition. Here are some important resources to support your proposal writing:

This blog was authored by Sarah Brasiel (Sarah.Brasiel@ed.gov), program officer at NCSER, and Juliette Gudknecht, summer data science intern at IES and graduate student at Teachers College, Columbia University. IES encourages special education researchers to use NAEP response process data for research under the Exploration project type within our standard Special Education Research Grants Program funding opportunity.   

Inspiring and Teaching Girls to Code with Time Tails

The Department of Education’s Small Business Innovation Research Program (SBIR), which IES administers, funds the research, development, and evaluation of new, commercially viable education technology products. Time Tails is an online game intended to prepare middle and high school students for success in postsecondary education and career pathways in computer science. The game, which introduces students to coding within the context of computer game design, was developed as part of the SBIR project Coding Bridge: Bridging Computer Science for Girls. In this interview blog, game developers Grace Collins and Carrie Linden of Liminal eSports (now called Snowbright Studio) discuss Time Tails and the importance of inspiring female-identifying students to code.   

 

 

What is Time Tails?

Carrie:

Time Tails is a series of digital games funded by the U.S. Department of Education and the Tides Foundation to help provide learners of all ages with an entry point into learning game design. Each episode transports you to a different point in history, where you help Ari and Zoe (two rad cartoon cats from the 1980s) fix glitches in history while also learning and practicing 3D game development and game design skills. The games are packed full of 80s’ puns, humor, references to salmon (it is a game about cats, after all), and story, while also encouraging players to learn about some amazing folx that sometimes get left out of history class textbooks.

Grace:

For me, Time Tails is a tool. It’s that missing bridge. Imagine you have a student who is interested in design who has been playing around in Scratch for years. When you show them Unity or Unreal game engines (popular game architectures), they may balk at the complexity of them. Time Tails breaks down those complex interfaces into digestible components that gives students the confidence and interest in making the jump across the gap. We’re continuing to release new Time Tails episodes every six months or so, adding new historical periods and new technical concepts. 

Thanks to our partnership with Unity, we’ve also been able to create an entire year’s curriculum for AP Computer Science Principles aligned to College Board’s standards and the International Society for Technology in Education (ISTE) standards.

What inspired you to create Time Tails?

Grace:

I was teaching computer science at an all-girls school in Cleveland, and the lack of resources for my students was just painfully obvious. There are a lot of generic coding resources, but when I went looking for something that could creatively inspire them and also lay the foundation for a career in game development or real-time 3D development, I was always coming up short.

Some of the first iterations of Time Tails were done right there in my classroom as I asked my students what they cared about (underrepresented female and LGBTQ+ figures in history), what they liked (cats), and even how different colors make them more or less likely to engage with learning content. When learning software pops up and it’s all steel gray and black, my students would look at it and say, “That looks like it’s for my brother.” They knew, and we know too, who the audience is for some of these tools out there. Time Tails tries to do all of that differently.

Carrie:

When you look at data on who is currently working in the computer science and game development industries, you will find that men are overwhelmingly the ones with active roles in the field. When we looked at where these drop off points were for girls in computer science career pathways, we found some interesting things. Girls were often leaving coding and computer science before they made it to high school, and most schools offered little in computer science and coding instruction during that gap between entry level software (like Scratch) and full game development platforms (like Unity). There was clearly a need for something to bridge that gap between tools used by younger kids and professional developers. There was also a need for those tools to be welcoming to female identifying and gender diverse youth as they are the ones falling out of the career.

What elements of Time Tails are uniquely tailored to female-identifying students? 

Carrie:

We decided to build Time Tails around narrative. As you progress, you get pulled into the written story and learn more about our feline heroes Ari and Zoe along with the people that they are helping. 

Humor, color, and charm also all tested well with our target audience compared to the typically dry YouTube tutorials and guides that you see out there that covers similar material. We packed our game full of ’80s puns and silly jokes, seasonal allergies (relatable), and made sure that each level was filled with colorful art and adorable characters. More often than not, these characters are strong women from history whose stories don't frequently make it into the textbooks. Our leading cats are female identifying and nonbinary, making Time Tails the first ever learning game featuring a canonically nonbinary character.

Grace:

It can be hard sometimes reading interpretations of our work. Adults will come in saying that the game looks too young or too childish. They want it to be more mature. They want darker colors and a more serious take. We can’t speak for everyone, but when we tested this game, that’s just not what teen girls wanted. They already had a lot of anxiety about getting into computer science in the first place. They’re VERY aware that it’s a masculine dominated field. They need that entry point that says it’s okay to be silly. They need to see others like themselves throughout history making waves. It’s been really heart-warming to see teens playing it, and even more so when their parent sits down with them to explain all of the 80s’ references. Those have been great moments as we’ve been out there testing this game.

What advice can you give other game developers who focus on female-identifying students?

Carrie:

Representation matters. If you can showcase the work that female-identifying folx are doing in the games industry, then you really should. Too often we see the tech and games industry primarily focusing on the women working (super important!) community management roles, but we also need to see highlights of the work done by female identifying developers, writers, quality assurance staff, producers, and more. Highlight all the roles and not just the ones that the industry has already decided are a “good fit” for women in tech and games. 

Grace:

My main advice to any developer is to involve your audience early and often. Have teens give you feedback on art, characters, concepts, everything. And don’t be afraid to see that those teens don’t agree. Be bold and brave in serving the students that you are trying to reach. Stay true to your vision and your audience.

What are the next steps for Time Tails and Snowbright Studio?

Carrie:

Time Tails is currently available on Steam. One purchase gets you access to all current episodes along with additional episodes releasing every six months or so. We are working with our partner, FableVision, to publish a version that allows for classroom licensing on their FableVision Games platform as well.

Grace:

Snowbright is also very active in the tabletop game industry, publishing cozy mystery role-playing games (RPGs) as well as card and board games. Our most recent Cozy Companion magazine actually took Ari and Zoe on a brand-new adventure to 1966 West Virginia as they learned about pollinators and cryptids in a mini-tabletop RPG.


Grace Collins (they/them) is the Founder/CEO of Snowbright Studio, a Cleveland-based LGBTBE certified game studio dedicated to publishing heartwarming games and experiences. Grace previously led games and education policy at the US Department of Education and later coordinated federal game policy across the executive branch. Prior to serving at the Department, they managed and developed educational game projects at the Smithsonian Institution. Grace has taught computer science and game design at multiple levels and was profiled by the Associated Press for founding the first esports team in the nation at an all-girls’ high school.

Carrie Linden (she/they) is the Communications Manager at Snowbright Studio, handling social media, websites, and the creation of official copy for the organization. Carrie has a Master’s in Education and seven years of experience teaching in LGBTQ+ friendly public-school programs and has her Certificate of Esports Management from UC Irvine. Carrie is an active member in the gaming and content creation community.

This blog is part of a 3-part Inside IES Research blog series on sexual orientation and gender identity in education research in observance of Pride month. The other posts discuss the feedback from the IES LGBTQI+ Listening and Learning session and encourage researchers to submit FY 2024 applications focused on the educational experiences and outcomes of LGBTQI+ identifying students.

This blog was produced by Katina Stapleton (Katina.Stapleton@ed.gov), NCER program officer and co-chair of the IES Diversity Council.